standards, quality and improvement plan for juniper green ......table of contents section section...

Standards, Quality and Improvement Plan for Juniper Green PS School

Standards and Quality Report for session: 2013-14

Improvement Plan for session: 2014-15

Table of contents Section Section title Page

<insert> Standards and quality report 1 The school in context (short introductory paragraph) 4

2 School’s self evaluation 1.1,2.1,5.3,5.1,5.9 5

Improvement plan

3 Key areas for school improvement 11

4 Cluster improvement plan (reflecting three year CfE implementation) 28

Standards and Quality Report 1. The school in context Juniper Green Primary School is a co-educational non-denominational primary school administered by City of Edinburgh Education Department. It serves the residents of the Juniper Green, Baberton Mains and Colinton/Hailes areas of Edinburgh, a broad social mix. Our associated primary schools are Currie, Nether Currie and our secondary school is Currie Community High School. . The school moved into a new PPP2 building in March 09 and for the first time in over fifty years all stages are on the one site. The Headteacher has been in post for ten years and will retire at the end of this session. The two DHTs have been out of class this session. The PT has been given curriculum development time out of class for 1 day a week. There is a 1.01 Support for Learning post; the nursery has a class of 50/50. There is one full time teacher, an Early Years Worker and three full time Early Years Practitioners in post. This session there have been specialist teachers for music, PE, cello, brass and swimming. The support staff comprises of a school administrator and business manager. There is a clerical assistant, an office based learning assistant and 14 class/pupil based learning assistants. The Parents’ Council has had another successful year. There is an After School Care club catering for pupils from P1-P7. The current school roll is 404 (508 with Nursery). There is a nursery, which caters for 50 children in the morning and 50 in the afternoon. At present, there are 14 classes in the school with a task group teacher at P1, and 14 classes have been organised for the coming session with a task force teacher at P1 again.

2. School’s self evaluation 1.1 Improvements in performance Standards of attainment over time

Overall quality of learners’ achievement Impact of improvement plan

Levels of attainment remain at a good standard for the majority of learners. Effective tracking systems have been successful in ensuring that children in the nursery class and in the primary school are making good progress from prior levels of attainment. The attainment of the lowest 20 percentile has continued to be a focus this session with most of the children in P5-‐7 in this category have improved their standardised scores in reading. All the children in the lowest 20 percentile in P2 have increased their scores which evidences the continuing success of the P2 reading project and the majority of these children are no longer in the lowest 20 percentile. Most learners are achieving secure at Early, First and second levels in P1, P4 and P7 respectively. Most learners are making good progress from prior levels of attainment in mathematics and numeracy although this still remains an area for focus as the lower middle groups across the school fall below the national distribution curve. However attainment in the average/higher than average groups is higher than the national distribution curve. This has been as a result of a focus this session on Improvement in performance among the highest 10%. Data collected from assessments e.g. Big Writing confirm good progress in children’s writing. Children who were underachieving or in danger of underachieving have been identified through quantifying positive and negative trends through standardised assessment results over time. Targeted intervention for children in the lowest 20 percentile and with a significant negative trend has been very successful as a higher percentage in these categories have made progress than children outwith these categories. All the children in P5 and P6 who had a significant negative trend have an increased standardised score in reading and maths. Literacy and numeracy are permeating other curricular areas for example music and P.E specialists provide opportunities for written targets and evaluations and for using mathematical skills. Interdisciplinary Links with numeracy and literacy are maximised across the curriculum and highlighted to the children to enhance coherence in learning. Assessment and tracking of pupils has been further developed this session through tracking folders which monitor coverage of, and progress through, CfE levels. The continued strong focus this year on effective feedback through regular pupil/teacher reviews of achievement profiles has enabled children to be much more aware of assessment and how they can measure their own skill development and identify next steps. Wider achievement is tracked through forward plan overview sheets, JASS folders, pupil profiles and SMT/pupil interviews. This has significantly improved this year, with almost all children across the school attending or taking part in and extra-‐curricular activity. Thirteen out of fourteen classes have shown an increase in the number of children attending clubs with eight classes achieving 100% of learners attending. Roles of responsibility have been sustained; there are a wider variety of clubs available for children to experience a broad general education. The school choir performed successfully at St Mary’s cathedral, the local supported living residential facility and in the Pilrig Park show at the Festival Theatre. Weekly singing practice and assemblies are opportunities to highlight successes; achievement notice board and weekly plasma screen showcase achievements, special events and class work. More regular school shows and J Factor allow children opportunities to perform and develop a range of talents. All pupils in P3-‐7 had an opportunity to participate in a creative dance show and perform to the wider school community. The P7 pupils campaign to be elected as house captain were very successful and the winning candidates carried through their election pledges through the pupil parliament. For example a homework club was successfully established and run by P7 throughout the first half of the session and new red sweatshirts introduced for P7s only. The pupil parliament led a number of positive changes including improvements in questioning in class, including the use of Blooms taxonomy, the proposal to include have more outdoor learning and evaluation of RME and Homework. The Pupil learning forum introduced plenary dice for all classes and led an evaluation of effective learning and teaching through a questionnaire which, when compared with last year, has highlighted significant improvements in the consistency in the use of AifL strategies throughout the school. The eco working group ensured we maintain our Green Flag and the Fair-‐trade working group applied for Fair-‐trade status. The school achieved the first International Schools award for an Edinburgh Primary

school and we successfully achieved level two Rights Respecting School award last Autumn. The school was awarded Healthy Schools Accreditation Level 3 in June 2014 with the assessors commenting that it was the best example they had seen to date. Progress in meeting targets in the school’s improvement plan for session 2013-‐14 has been effectively monitored through regular reviews at feedback meetings with staff and a forward plan self-‐check list. The 2013-‐14 Improvement Plan identified the need to improve the attainment of learners with a significant negative trend and maintain improvements for the lowest 20%-‐ overall both have been achieved with almost all children feeling that the learning and teaching experience follows AifL principles. The working groups led by members of staff assessment, tracking and profiling; RME and Expressive Arts and developing the four capacities through Eco Schools, Rights Respecting Schools, fair-‐trade and Global Citizenship; have all met or exceeded outcomes and impact on learning identified in the Improvement Plan. The focus on effective differentiation and raising attainment for the lowest 20% has been successful and will be broadened to raising attainment for all next session. Levels of attainment remain at a good standard for the majority of learners. Effective tracking systems have been successful in ensuring that children in the nursery class and in the primary school are making good progress from prior levels of attainment. What are we going to do next?

§ Prioritise effective differentiation to raise the attainment of all and in particular for lower than average groups ( Priority 1) § Further embed pace, challenge and pupil choice as everyday principles in learners’ experiences to further raise attainment (Priority 1) § Consolidate and further enhance target setting, personal learning planning and effective displays (Priority 2) § Introduce 1+2 modern languages to raise attainment in modern languages (Priority 2)

2.1 - Learners’ Experiences Learners are motivated, eager participants in their learning.

Learners make good progress in their learning.

Learners know their views are sought and acted upon. They feel valued.

Learners feel safe, nurtured, healthy, achieving, active, included, respected.

Our learners in the nursery and across the school are motivated and eager participants in their learning. They are actively involved in their own learning and development and show increasing skills as learners. Active learning, co-‐operative learning, opportunities for pupil participation and choice, real life contexts, story-‐lines and other motivational pedagogy are becoming firmly embedded in day-‐to-‐day teaching methodology. Most children (87%) enjoy being at school and feel that they are getting along well with their work and almost all parents feel that their child enjoys learning at school and is progressing well. The Pupil Learning Forum survey showed that most children (80%) felt challenged in their work, which is an increase from last session. Almost all children (94%) are aware that they have responsibility for their own work and are developing independent learning skills. Almost all children feel that there is good behavior across the school (92%). Improved feedback through regular target/goal individual, peer, teacher assessment and review of success criteria have led to increased awareness in the learners of the progress they are making. Children are making good progress at the appropriate levels of CfE and a focus on effective evaluation of learning this session has led to improved targeted planning of next steps for children. The majority of pupils feel that their teacher cares about them, encourages them to do the best they can and find it easy to complete work independently. The Pupil Learning Forum survey showed that almost all children felt they get feedback on their progress, felt that learning targets are shared regularly at the start of lessons, their teacher knows if they have understood the lesson and they can set appropriate targets. A focus on outdoor learning has raised awareness of staff and pupils of the wide variety of contexts for learning. The Pupil Learning Forum made and distributed plenary dice to all classes but further work needs be done on making the plenary a regular part of the learning experience as less than half of the pupils(40%) felt that they experienced a plenary in the ‘often’ category. The Nursery recognising achievement through a ‘star of the week’ award and the capturing of ‘My special moments’ in children’s individual profiles. The pupil learning forum has been successful in raising the awareness of the importance of effective questioning through supporting classes in trying a new range of selection methods for answering and a focus on Bloom’s Taxonomy. All children (100%) felt that they are encouraged to pose questions and almost all children know the difference between an open and closed question. The Pupil Learning Forum survey showed that almost all children felt that effective questioning by both teachers and learners has significantly improved. Almost all children responded in a recent questionnaire that they felt their views were sought and acted on. Almost all children felt that the pace of learning was right and could give meaningful examples of how their teachers would check for this. The use of ‘Talking, Thinking Floor books’ has been successfully introduced and evaluated in a few pilot classes and will be used more widely next session. The Pupil Parliament has been successful in following through decisions made. For example what pupils felt about homework was captured in a new homework policy and practice, how pupils wanted Sports day improved was implemented in a new style Sports Day, the start of a new homework lunchtime club and the introduction of red sweatshirts for P7. Pupils have been involved in the selection of speakers and topics for the assembly programme. Pupils’ expectations of the Pupil Parliament have increased and the level of satisfaction in its efficacy in getting improvements made had dropped slightly. This will be an area of focus for next session. Pupils are now involved in recruitment for new staff through an informal interview session for all candidates with a panel of pupils as part of the recruitment process. Pupils feel empowered when they see candidates they have interviewed and selected appointed to posts within the school.

There are good opportunities for pupils to be involved in school and in the community and a wide range of fund raising and other events such as a Onesie Day, Pilrig Park show, J Factor, healthy snack delivery enterprise, £I challenge, Fair-‐trade rice stalls at community events, and a wide variety of sporting events. These have encouraged all learners to feel successful and take responsibility. An evaluation of the last three years of the pupil questionnaires survey have shown that most children feel the school is making them more confident, that they enjoy learning, feel safe at school and are treated fairly. Almost all parents feel that the school is helping their child to be more confident, that the staff know their child as an individual and that their child feels safe at school. What are we going to do next?

§ Further improve staff and pupils’ understanding of effective feedback through appropriate evaluation of targets and review of progress and use of the plenary in lessons (Priority 1 and 4)

§ Promote and creative opportunities for the whole school learning through a vertical setting, creative project ( Priority 3) § Further raise the profile of the Pupil Parliament in improving the school (Priority 1) § Further develop personalisation and choice for learners in almost all lessons through floor books and other strategies (Priority 1)

5.3 - Meeting Learning Needs Tasks, activities and resources Identification of learning needs The roles of teachers and

specialist staff Meeting and implementing the requirements of legislation

In almost all classes the tasks, activities and resources are matched very well to learners’ needs. In almost all of lessons there is an appropriate pace of learning that both supports and challenges learners to make very good progress a significant improvement on last year (69% - 100%). Children in the highest 10% are identified and included where appropriate in higher order challenges set by class teachers. In almost all classes there is recap of prior learning, sharing of learning targets and success criteria, clear differentiation and the purpose of the learning shared in context. Pupils have been involved more in setting the success criteria and this will become a further target for improvement next session. Learners who require additional help with their learning receive very good support from the support for learning teaching team. There are clear procedures and programmes in place that enable Learning Assistants to provide high quality in-class support. A clear overview of the range of additional support needs within each class is regularly updated and all staff understand the role they play in keeping abreast of this and of ensuring learning needs are met. Pathways of support have been identified and there is a culture of Support for Learning being the responsibility of all. Learners in the lowest 20% and learners with significant negative trends are clearly identified so that intervention, planning and implementation of support at Pathway 1-3 is maximised. This intervention is evaluated regularly with next steps forming the basis of future planning. The pastoral care team meet regularly to discuss and review the progress of learners in the nursery - P7. These meetings include partner agencies as required. A recent survey of partner agencies indicated that partnership working is strong and almost all partners reported that the quality of the school’s work in meeting learning needs was very good. The core principles of Getting if Right are becoming more embedded within the school and staff are familiar with and use the GIRFEC circle when considering barriers to learning. This was clearly evidenced by evaluative conversations with all stakeholders who felt child planning meetings were of a consistently high standard. The use of Child friendly PowerPoints to share the learner’s targets and achievements at Pupil Planning Meetings has been highly successful and further embedded and pupil attendance at planning meetings is facilitated whenever appropriate. Emotional needs are met through a holistic approach to pastoral care and a commitment to the Creating Confidence programme. Children are able to self refer to groups such as Seasons for Growth and Leaps and Bounds Staff know children and their families very well. Overall they provide a high level of pastoral care and support and attention to children’s welfare. The school has made good progress this session in further improving opportunities for pupils and parents to be involved in identifying learning targets and representing their views at Pupil Planning meetings. The school meets and implements the requirements of legislation for children with Additional support Needs and has a very positive reputation in the local community and beyond in this area. We regularly provide work experience for pupils from Pilrig Park Special school. What are we going to do next? § Further prioritise effective differentiation, pace and challenge to raise the attainment of all and in particular for the highest 10%, low average groups

and pupils with a significant negative trend ( Priority 1 and 4) § Increase opportunities for peer shared classroom practice to enhance consistency in plenaries (Priority 1) § Increase opportunities for children to set their own success criteria/steps to success § Train new staff in SEAL and Emotion Talks § Continue evaluative focus groups for feedback regarding partnership working and develop action plan in response to feedback given.

5.1 The Curriculum The rationale and design of the curriculum

The development of the curriculum

Programmes and courses Transitions

Our curriculum has a clear rationale based on our vision statement, school aims and all of the Building the Curriculum documents. Staff and pupils are aware of the ‘Juniper Branch’ which provides a visual aide memoir of the key principles of CfE; this is displayed in all classrooms. Challenge, enjoyment and relevance are provided through active learning approaches, real life contexts and storylines such as fashion shows, toy museums, Roman banquets, rainforest deforestation simulations and Katie Morag story line. Breadth and depth, progression, coherence is ensured through effective tracking of experiences and outcomes in forward planning and delivery of learning through inter-disciplinary contexts where appropriate. Staff regularly make links across learning and highlight these to pupils. � Personalisation and choice in learning is fostered through involvement of pupils in planning, active learning rotations, choice of outcomes in learning, how they present their work and personal targets. Connections and exemplification of curriculum design have been made through the production of a booklet explaining how the curriculum is delivered at Juniper Green. This has been used as an example of best practice to schools across Edinburgh. The delivery of the curriculum through the 4 contexts for learning is well established and learners and parents are familiar with the rich variety of learning opportunities through these contexts delivered by the school. We have completed the development the curriculum over a three year cycle and now intend to revisit, evaluate and revise. All staff are using experiences and outcomes to plan learning for all curriculum areas. This session we have focused on embedding RME and Expressive Arts. Moderation activities have been undertaken across the cluster to develop teachers’ confidence and skill in providing appropriate experience in RME, Dance, Art, Drama and Music with breadth, challenge and application. An audit of RME and Expressive Arts outcomes confirmed coverage through a range of topics and programmes and a whole school progressive programme for RME, Art, Music and Dance have been developed with the intension to develop a similar Drama programme next session. There has also been a working party developing a skills progression for generic and transferrable skills as well as subject specific skills. This will be piloted next session. Staff are striving to deliver two hours of PE, although this can at times be a challenge in terms of hall space. A Daily Physical Activity programme is carried out to fulfil any shortfall. The pupils devised a tracking system of time spent on DPA to ensure full allocation of time. Staff were trained successfully in SEAL approach to teaching Mathematics. This has had an impact of raising standards in maths, especially in the early years. Pupils experienced a highly successful Financial education week and £1 Big challenge enterprise. Pupil comments on curriculum development has been very positive in Pupil Parliament sessions and pupil feedback conversations highlighting varied, motivational, challenging and skills based programmes of work. There are good arrangements for transition with our nursery and pre-five establishments. There are a number of reciprocal visits for staff and children and the nursery staff undertake home visits for all new pupils. Pupil achievement profiles both in nursery and school provide sound transition exemplification of experiences and achievements. Some of this information is used to identify next steps in learning. Across the school we have very good systems of discussing learners’ needs as they move from stage to stage. We meet regularly with High School colleagues to ensure smooth transition and transfer of information for pupils in P7. We have agreed a common P7 writing focus to aid transition in English. This will be continued in the first few weeks of S1. P6 visit the high School to experience Science sessions. Learning rounds for primary staff to share classroom experience at Currie HS have been undertaken this session and will continue with further opportunities for reciprocal visits next session. The main focus of the cluster Improvement plan will be in further developing continuity and progression in programmes of work from Second to Third level across all curricular areas. This will build on the good practice

already establish in Mathematics, Languages and Sciences What are we going to do next?

§ Develop and embed RME, Art, Dance and Music programmes and devise a programme of work for Drama (Priority 3) § Embed SEAL in Early Years (Priority 3) § Revisit, evaluate and revise programmes of work in all curricular areas with a focus on transition from second to third levels (Priority 3) § Introduce 1+2 Modern Languages through teaching French from Nursery to P7, with German from P5-7 ( Priority 3, Cluster Plan Priority 1) § Take part in Literacy moderation across the cluster to produce exemplification of CfE levels

5.9 Improvement through self-evaluation Commitment to self-evaluation Management of self-evaluation School improvement Staff are actively involved in the annual audit of our current position and in the identification of priorities for the following year. Through professional dialogue all staff are taking forward Curriculum for Excellence and ensuring high quality experiences for their learners. The school improvement plan has been broken down into a user friendly check list to facilitate regular evaluations of progress – all staff have this in their forward planning folder and review it regularly through forward plan discussions with the SMT. It is used very well, by staff, to focus clearly on improvements to children’s learning and achievement. Staff have undertaken professional action research projects which have focused on an area of their practice that they have evaluated a need for development in. this have been evaluated and presented to colleagues at a CAT session to share expertise and learning. This good practice will be further developed next session equipping staff for the new Professional Update requirements. A range of strategies to engage with staff, parents and carers, pupils and the wider school community are used by the school to evaluate its work. For example parents’ views are sought through feedback on curriculum evenings, questionnaires, the Parent Council and through the website. Pupil views are sought through the pupil learning forum, pupil parliament, questionnaires and learning chats with class teachers and the SMT. CPD activities match the needs of staff as identified in PDR. All new staff have been trained in co-operative learning, Big Writing and Heinemann Active Maths, SEAL. The impact on pupils has been positive. Good use is made of accreditation schemes to validate the work of the school e.g. Rights Respecting Schools Award, International Schools Award, ECO scheme, Health Promoting schools award and Fair-trade status. Regular focus on Learning and Teaching at the Pupil Learning Forum provide an effective forum for sharing good practice and self evaluation. Collegiate opportunities to evaluate learning have been very successful in improving staff’s skills in evaluating learning and highlighting SMART next steps. There is a clear monitoring and evaluation programme that is regularly updated. This includes sharing classroom experience, learning and teaching discussions, dialogue with pupils and the moderating of pupil work. We have systematically evaluated questionnaire returns and have highlighted the need to improve pupils understanding of pupil choice and involvement in setting success criteria. We have systematically tracked and evaluated standardised testing results and have highlighted the need to focus to ensure consistent high attainment for the lower average groups across the school. Pupils are contributing to improving learning and teaching within their class and this will be further developed next session as the role of the pupil learning forum is strengthened and expanded. Pupils discuss their progress with class teachers and agree next steps in learning at weekly PLP meetings. Most pupils know how well they are doing in their learning and Almost all feel that the activities and tasks set meet their learning needs. Opportunities for pupil choice need to be developed further to ensure time for quality and meaningful choice that gives maximum ownership of the learning experience to the learners. What are we going to do next?

§ Include pupils in peer learning visits to enhance understanding of effective learning and teaching. (Priority 1) § Further develop the role of the Pupil Learning Forum (Priority 1) § Further develop the role of the Pupil Parliament in initiating and carry through changes proposed by the learners (Priority 2) § Further develop opportunities for personalisation and choice (Priority 1) § Consult with parents, pupils and staff on a new format for reporting (Priority 1)

Improvement Plan 3. Key areas for school improvement Priority 1 – Learning and teaching Overall Responsibility ID QIs 1.1, 2.1, 5.3 Outcome and impact for learners (a)

Effective and consistent pace, challenge and differentiation

Pupils have quality and consistent learning experiences at the appropriate level of challenge and attainment is improved

Attainment of highest 10% remains high

Staff shared expertise enhances learning outcomes for pupils

Opportunities for and quality of outdoor learning will be increased and improved

Tasks By Whom Resources Timescale Progress/Evaluation

AifL strategies

§ Embed effective opportunities for personalisation and choice through open ended activities and work outcomes throughout the school

§ SGP focus on plenaries and choice § Plenary dice with fat questions § Whole school focus on choice and skills development–

monthly sharing of good practice § Audit of AifL strategies through shared classroom practice

and informal class visits § Embed use of Blooms folders

Skills progression § Finalise JG skills development booklet and pilot with CT § Teach children skills based language § Include skills progression in forward planning

documentation and tracking sheets § CT to plan for skills development for a few lessons to

have focus – use i-pads to video and evaluate § Plan for and deliver a skills focus week § Develop and pilot a skills tracking record

SMT CTs SfL SMT CTs SfL

SfL team Standardised assessments SGP Red folders Learning ladder templates 2 x CAT session

Throughout session Sept 2014 Throughout session

§ Embed art sketch books for progression of art and design skills

§ Identify a progression for mental maths skills to include areas other than number processes

Handwriting and feedback code § audit of key stakeholders views on current practice § set up short life working group to review and set

improvement agenda § pupil parliament discussion on how to improve

handwriting and feedback § Set up regular handwriting awards to raise the profile

amongst learners § Evaluate any changes made through further

consultation/questionnaires § Update handwriting and effective feedback policy

ICT across learning § Identify digital safety coordinator, i-pad coordinator, ICT

coordinator § Extend the stock and best use practice of handheld

devices and hardware and software § Further develop staff expertise in use of staff i-pads to

record T&L evaluations and to capture evidence of achievement

§ Pilot use of hand held devises for reporting in the nursery § Reduce paper use through using i-pads to assess and

report as part of education for sustainability § Extend Clicker 6 training to new PSAs § Continue to develop website § Update 4 contexts overview for class to publish on

website

SMT CTs

1 x CAT

Throughout school

Outcome and impact for learners (b)

a wider range of opportunities for achievement

a wider and more diverse experience of inclusion

increased understanding of and respect for the needs of others

increased skills in team work, planning and co-operative learning

experience a wider range of opportunities for enterprise


Creativity § Collaboratively plan a creativity vertical grouping

experience for learners eg o Christmas enterprise – ‘Christmas Around the

World’ Look at Christmas Festivals technology/design/make decorations and or a tree to display and sell etc as Christmas enterprise show case Christmas concert with choir

o Global/Scottish culture focus –Each family group to be a Scottish clan – write songs/design logos/ prepare drama and storytelling, highland games etc

§ Assign tasks and responsibilities for aspects of the project

§ Draw up a timetable of vertical grouping sessions § Link vertical groups to PSA family groups § Termly vertical groups with creativity/outdoor learning

focus

SMT and CT

Varied for type of enterprise

Throughout session By Sept 2014 By March 2015

Enterprise § Undertake class healthy tuck-shop enterprise § Draw up tuck-shop timetable for year § Assign classes to undertake enterprise at Christmas

Fair and School Fair

All

ACE Enterprise document Enterprise resources

Sept 14 Throughout session

Priority 2 Health and Wellbeing, Education for Sustainabil ity and Developing the Four Capacities through health promoting schools, Eco Schools, Rights Respecting Schools, Fair-trade schools and Global Citizenship

Overall Responsibility ID SC

QIs 1.1, 2.1, 5.1

Outcome and impact for learners (a) • Pupils will further develop leadership skills through opportunities to be involved in various school

groups, e.g. pupil parliament, health promotion, eco group etc. • Staff will further increase leadership skills through involvement in development groups, e.g. co-

ordinator roles, extra curricular activities, collegiate opportunities for decision making • Parents will have further opportunities to develop partnership through development groups, e.g.

innovation groups • Learners will feel more empowered and show increased confidence in taking on roles of leadership • Staff and pupils will be more emotionally aware and more confident individuals, successful learners,

responsible citizens and effective contributors • Staff, pupils and parents will become more aware of each area • Staff pupils and parents will be motivated to improve school environment and monitoring of recycling, and energy

saving will show improvements • Pupils will benefit from more opportunities to participate in healthy schools activities • Parents will be more aware of ways in which to support children in making healthy choices • Pupils and staff and carers will become more emotionally literate • Pupils, staff and parents will become more aware of global issues and the impact of these on everyday

life • Pupils’ tolerance and understanding of others will improve • Pupils will have further opportunities to engage in multicultural activities thereby improving their

overall knowledge Tasks By Whom Resources Timescale Progress/Evaluation

Education (Learning) for sustainabil ity (LfS) • Identify key member of staff to lead on education for

sustainability • Devise policy and action plan to bring strands of outdoor

learning, global citizenship, education for global justice (fairtrade,RRS) and sustainable development education (Eco, Healthy schools) together under LfS umbrella with overarching vision statements

SMT Lead teacher

CPD hours By Feb 2015

Distributed Leadership • Continue to develop and extend the pupil parliament,

house captains, P7 prefects, Reading buddies, Pupil learning forum and other roles of responsibility to have enhanced impact through the school

• Continue weekly meetings with house captains • identify dates for pupil parliament, house captain and

learning forum meetings • Seek feedback from learners as to why they feel efficacy

of PP has dropped • Clarify expectations and purpose of PP address the

following subjects through 6 sessions o Pupil Parliament o Handwriting/marking code/feedback o Reporting o Behaviour o Singing o Pupil choice of topic x 3 sessions

• Facilitate the Pupil learning forum in improving pupil choice and plenaries

• Pupil learning forum to contribute to enhancing the playground experience group

All staff SC SMT SMT

Pupil parliament sessions x 8

Pupil learning forum x 8

On going

By Sept 14

By Sept 14

By Dec14

By June 15

Outdoor Learning § Further embed outdoor learning through including it in

long term, medium and short term planning – to be included in termly pacers

§ Look at delivering the John Muir award in P5 § Train key members of staff in Forest schools and

Outdoor learning qualification § Set up playground experience focus group led by a PSA

to highlight improvements in the playground through use

All SMT CT GP AW AC

CPD Sept 2014

of theatrical props etc. ECO

• Further embed eco education through a focus on new areas required for second Green flag

• Write and implement action plan to apply for second green flag award

• Gather information and evidence to support application

• Renew litter team and recycle paper team • Continue with monitoring systems for litter and

establish new monitoring systems for transport and biodiversity.

• Introduce further wildlife habitats to promote biodiversity.

• Further develop school grounds e.g. role play toys

All staff

Eco group

Eco group

All

DL AC

Eco committee

CPD hours

On going

On going

By Mar 2015

FAIR-TRADE SCHOOL • Gather final evidence to apply for stage three of FT

status • Continue fair-trade stall by diversifying into non

edible goods • Continue to involve wider community, in particular

parents, in fair-trade activities • Plan termly FT events • Plan FT focus for FT fortnight

SC JW PB

FT group

FT guidelines

By Mar 2015

On going throughout session

RIGHTS RESPECTING SCHOOLS • Write action plan for reaccreditation of RRS award

in Oct 2015 • Undertake whole school RRS charter 2nd week of

term • Continue to tag wall displays with appropriate RRS

article • Continue to reference rights during lessons ,

assemblies and other school activities • Undertake visits to other schools applying for RRS

status in role of assessors • Support dissemination of RRS practice to Cluster

schools

CTs

RRS committee

RRS guidelines

Knights of rights

On going throughout session

By June 2015

• Identify and train new Knights of Rights champions • Knights of Rights to suggest fund raising focus to

support children in other countries who lack rights HEALTH

• Continue to deliver 2 hours of PE per week for all pupils

• implement action plan to address the follow up suggestions from the Level Three Award assessment

o Create GIRFEC SHANARI wheel assessment for pupils to use to set HWB targets for Achievement Folders

o Create overarching summary page and policy for HWB in school

• Continue to run a class led healthy tuck- shop on a Friday

• Continue to tag displays with GIRFEC themes and sustain level three indicators

• Continue to meet with healthy schools committee focus group of all stakeholders

• Run a staff HWB CAT session • Embed restorative practice techniques • Embed digital safety education – whole school focus for

Safer internet day 10 Feb 2015 • Run Parent/children workshops on digital safety

CTs

GA KG

CTs

All

PE Specialist/Nursery team

CAT sessions

Healthy schools level three CPD

Enterprise pack

On going

By Nov 2014

GLOBAL AND MUTLTICULTURAL AWARENESS

• Establish and develop a link with a French school through the Comenius e-twinning project

• Embed International School Award accreditation from British Council

• Explore a new link with a developing world school • Further develop blog and facebook communication

with partnership schools • Explore accreditation as global ambassadors

Global Committee KG EH All

Global committee

By Mar 2015 On going

Priority 3 Curriculum development –Review, evaluate and embed CfE in all 8 areas of the curriculum. 1+2 Modern Languages, SEAL, Drama

Overall Responsibility SC

QIs 5.1, 2.1

Outcome and impact for learners (a) • Pupils will experience a progression in their learning in RME and Expressive Arts

• Staff will have a clear understanding of experiences and outcomes to be covered at each level to ensure pupils are developed to their full potential

• Pupils’ attainment will improve • Pupils’ academic and social skills will be improved • Pupils will experience a more cohesive programme through the use of interdisciplinary planners and

linked planning • Pupils will experience more personalisation, choice and enjoyment in their learning • Teachers will have the opportunity to experience high quality professional exchange across the

cluster to enhance practice through professional dialogue


Modern Languages (see CEC page in Cluster plan)

• Train all staff in 1+2 modern language approach • Deliver French from Nursery – P7 • Deliver German P5-7 • Create resources to support teaching French and

German • Establish a link with a French primary school

RME

§ Embed new programme of work and evaluate at end of session

Expressive Arts Art and design

§ Pilot new programme of work and evaluate at end of session

§ Embed use of skills development sketching books for pupils

All

CAT session x1 AM In Service

By Mar 2015 By Mar 2015 By October 2014 By Mar 15

§ Moderate treeline drawings to create a book of levels to help staff identify skills

Drama

§ Audit current practice (IDL) and cross reference to ACE outcomes; Identify gaps; Adjust programme of work. Identify areas that staff feel less confident in delivering and source appropriate CPD.

§ Identify opportunities for cross cutting themes and HWB across curriculum

§ Identify opportunities for Outdoor Learning § Use Drama specialist to devise whole school progressive

programme of work linked to skills development § Link drama to modern languages

Music § Embed new programme of work (P3-P7) and evaluate at

end of session. Formulate programme for P1&P2 Dance

§ Create new programme of work and evaluate at end of session

English and Literacy • See priority 4 ( for moderation activities) • Review and revise reading resources across the school • Review and revise library resources • Link Blooms taxonomy to resources • Review programme of work • Handwriting – identify an appropriate resource and style

to be used throughout the school • Create a fortnightly award for best handwriting to motivate

pupils and keep presentation standards high

GFO’H SD JW

CPD hours CPD hours

Outcome and impact for learners (b) • Pupils will experience a progression in their learning in Maths

• Staff will have a chance to embed their understanding of experiences and outcomes to be covered at each level to ensure pupils are developed to their full potential

• Teachers will have the opportunity to experience high quality professional exchange across the cluster to enhance practice through professional dialogue


Maths

§ Embed SEAL training for the whole staff § Key staff to attend follow up CPD sessions on SEAL

practices § Use SEAL approaches in Early Years and First Level and

throughout school where appropriate. § Create SEAL resources § § Evaluate progress and share good practice through staff

SGP sessions § Research word problem resources § Whole school focus on applying processes to problem

based questions – research whole school problem solving resource

§ Weekly tests in problem based questions § Embed use of mental agility guidelines at second level as

follow on from SEAL § Sharing good practice in maths problem solving § Review maths programme of work § Explore setting up a P3 or 4 maths project on lines of P2

reading project HWB, Social Studies, Science and Technologies

§ Revise programmes of work and evaluate at end of session

§ Explore ‘Makewaves’ social networking blog for technology

AC KG SMT CTs

CEC SEAL training

By December Ongoing

Priority 4 – Assessment and Moderation of English and Literacy Overall Responsibility QIs 1.1, 2.1, 5.1, 5.3

Outcome and impact for learners Pupils experience a dynamic and innovative curriculum that meets the needs of all learners

Pupils are involved in the assessment process and assessment supports the learner journey

Pupils are supported to reflect on their own learning

Tasks

By Whom Resources Timescale Progress/Update

All cluster coordinators work with school coordinators to plan cluster CAT sessions

Cluster and school coordinators

• 2 CAT sessions one in term 1 and one in term 2

•

Cluster Cat sessions to be planned to ensure they help develop capacity and confidence with practioners to make professional judgements in assessing progress and achievement of a level.

Cluster and school coordinators Curriculum leaders from the high school Headteachers

• Plan should be shared with all cluster HTs.

• CAT session one must include- Task 1 – discussion of school’s current assessment framework Task 2 –discussion on pupil reflection on learning Task 3- Use of significant aspects Task 4 – using annotated exemplars Task 5 – moderation activity to gather for next CAT

before first CATsession

•

Cluster coordinators to attend network meeting to plan next steps

JM Cluster coordinators

• Venus to be confirmed By Nov 2014 By March 2015

•

All cluster school to review their Hts and • By June 2015 •

practices and principles in personal learning planning and profiling to ensure they capture latest and best and support learners in their assessment journey

appropriate staff

Priority 5 Assessment Tracking Profiling and reporting Overall Responsibility

QIs 5.3 5.2 5.7

Outcome and impact for learners (a) § Pupils’ level of attainment within Curriculum for Excellence is clearly identified to aid measurement of progress

§ Learners’ progress is tracked in literacy and numeracy and next steps identified at earliest point

§ Learners make progress consistent with their ability

§ Pupils develop further skills in effective peer and self assessment and will have a wider experience of a range of assessment methods

§ Pupils will have increased ownership and understanding of self directing their learning through increased involvement of the process of personal learning plan

§ Vulnerable pupils will achieve appropriate success as a result of effective tracking

§ Pupils will experience more involvement in planning next steps in their learning

§ Pupils’ attainment and skills for lifelong learning will be improved

§ Pupils will be aware of their next steps in learning and these will be shared between staff, pupils and parents

§ Pupils will have opportunities to reflect on their learning, their achievements and next steps

§ Pupils will demonstrate increased responsibility for and ownership of their progress and be better equipped to self evaluate

§ Pupils will track and celebrate their achievements and successes through pupil profiles from nursery to P7.

§ Parents will be more informed and involved in their child’s education and celebrating their achievements


Tracking Attainment – Lowest 20%, Highest 10%, lower middle targeted pupils

§ Set dates and times for liaison to continue focus on highlighted groups each term to evaluate progress and identify next steps.

§ Create tracking folders for each group and streamline the tracking process

§ Discuss focus groups at FP feedback meetings § Establish a philosophy club § Update and extend ‘Meeting Pupils’ Needs folder’

Further improve efficacy of target setting, profiling, effective feedback and personal learning planning

§ Review format of achievement profiles § Review effective teaching displays at start of session § Establish learning roads for Language and Maths to

further enhance pupil understanding of progress and next steps

§ Further embed and develop learning chats with pupil in 4 week rotation make feedback on target more explicit

§ Further develop SMT learning chats to cover whole school

§ Focus on effective feedback – peer, self and teacher led – make this explicit so that pupils are aware of their progress and next steps

§ Introduce and embed target setting sheets to inform learning conversations

§ Foster robust self-evaluation skills § Explore using Achievement Profiles as a summative

report Assessment

§ Review and revise assessment bank within school § Formalise regular maths assessment of applying process

through word problems Reporting

§ Set up working party to review reports and reduce amount of text to reduce CT workload

§ Use Curriculum evening to discuss feedback in general – format and timing of reports

SMT CTs SMT, Class Teachers, Parents and Children SMT/CT Class Teacher and Children

questionnaires Achievement Profiles and AiFL strategies.

August 2014 August 2013 – June 2014 August 2013 – June 2014 Termly Planning Meetings Ongoing

Self Evaluation

§ CT to undertake self evaluation project as part of CPD to evaluate an area of effective teaching using measurable evidence of impact

§ Familiarise staff with new professional standards and use criteria for self evaluation

§ Undertake evaluation of effective partnerships with partnership agencies

§ Undertake evaluation of efficacy of pupil parliament § Continue self-evaluation calendar activities § Set up a ‘You said … we did’ wall

Nursery Developments

Outcome and impact for learners (b)

• Children will improve their physical coordination through a planned and progressive skills programme, delivered to the morning group by a trained P.E. specialist and Nursery staff will repeat each session with afternoon group

• Children’ s progress in aspects of physical development will be tracked and recorded using school Early Level tracking sheet, this will indicate children who require significant intervention i.e. T.I.P.

• Children will gain confidence by showcasing their learning in Expressive Arts and Outdoor Education, sharing this with their parents and carers during termly Open Days

• Children and parents will be jointly involved in planning developments in Nursery garden through mind-mapping and responsive planning. The outdoor area will enhance children’s learning experiences

• Focused early intervention for children who need targeted support to raise attainment and build skills. Link to group sharing times, focused group teaching at work stations and specific nursery areas

• Tracking of Literacy and Numeracy will make next steps for children more specific and personalised

• Children with additional support needs will receive consistent support using effective and appropriate strategies that will enable them to be more effective learners

• Nursery and Primary 1 teachers will work in closer partnership to ensure more continuity at the Early Level

• Planning will reflect children’s interests and natural curiosity about the world around them


Curriculum

§ Introducing Emotion talks programme

o Whole school staff training on In Service days

o Implement strategies in daily practice

§ French -1+2 Modern Languages

o Undertake whole school training

o Update resources to deliver basic French in the nursery

§ SEAL – embed SEAL practices in nursery

§ Literacy

o Improve bedtime story experience through lending library

o Focused sessions on storytelling

o Use of postcards to communicate

o Story sessions/Bloom’s questioning

5.9 Self Evaluation

§ Set up a ‘You said … we did’ wall

§ Share 3 core nursery initiatives with parents

§ Parent drop in discussion session for feedback and sharing ideas

§ Embedding Parent postcards – using them for transition information and feedback on focus group work

Reporting

§ Pilot the use of i-pads to explore E-Learning Journals as a means of reporting to parents, assessing and capturing the learning journey

All staff KN AC EC KG/LA? All nursery staff AC and RH All staff AC All staff Nursery staff and P1 staff Pupils and Nursery staff Nursery staff Parents and

Early Moves programme PE specialist School Early Level Tracking Sheets Experiences and Outcomes Explore CPD courses

By Sept 13 By Aug 13 Ongoing June 13 Ongoing October 13 August 13 October 13 December 13 April 14 Ongoing January 14 Ongoing February 14

Outdoor Learning § Embed Forest Schools training and further enhance skills

through Level 2 of Forest Schools Training § Research enhancing the water feature § Joint planning and delivery with Primary 1 staff of an

outdoor learning activity/event. Raising Attainment/Tracking

§ Further develop use of play boxes to develop literacy, numeracy, joint interaction and play skills

§ Differentiated focus groups for focused intervention § Link activities completed with focus group to group

sharing times and workstations/nursery areas § Revise CEC literacy and numeracy trackers to identify

trends § Embed SEAL training and apply practice

Partnerships in Delivery of Early Level

§ Sharing logistics of the delivery of 600 hours nursery education with parents and staff

§ Recruit new staff to cover extra hours and establish best use of cover time to support the NT and EYO

§ Continue PEEP sessions with small parent groups and children

§ Developing the lending library/bedtime story lending service

o Sharing of resources, expertise and coverage of Early Level

Nursery staff Parents and Nursery staff Nursery staff P1 and Nursery staff AC and ID Nursery Staff Nursery Staff Nursery Staff, ID and KG AC and MM Nursery Staff

Garden tools and materials Tracking documents

March 14 October 13, April 14 Ongoing August 13 Ongoing Ongoing monthly Termly Termly Ongoing

EYW remits

§ MM- Establish bedtime story support programme for parents and children

§ Resource with story bags § Undertake TIP training and shadow a TIP programme in

the school § Design in collaboration with P1 staff a Nursery to P1

transition project

Moira Mouat

Ongoing throughout session 2013/14 2013/14 2013/14

§ SG - Undertake PEEP training

§ Organise a mini games weekly session to support HWB PE outcomes based on early moves programme

§ Pilot use of HWB – CEC physical skills tracker

§ RH -To research and make a tepee(other group gathering place) for inside and outside use

§ Research and make a puppet theatre and puppets for use in the nursery

§ KB - Further develop the use of Talking, thinking floor

books in the nursery to oversee and support other nursery colleagues

Sandra Gibb Rosemary Huxley Karen Berry

May 2014 2013/14 May 2014

5. Cluster Improvement Plan Priority 1 Cluster Curriculum Planning Overall Responsibility

CCMG QIs 1.1, 2.1, 5.1, 5.2, 5.3, 5.4, 5.7, 5.9, 8.4

Outcome A Planning, learning and teaching, assessment, moderation and reporting

Success Criteria • Nursery to S2 will experience a wide range of well planned assessment approaches which will generate evidence of their learning and show breadth, challenge and application of learning in different contexts

• Moderation processes will support teachers and pupils to develop a sound shared understanding and consistent application of standards of achievement and attainment.

• Progress with learning will be described in brief qualitative statements, reflecting on strengths, areas for development, achievements and challenge. Tracking, profiles and reports will take account of developing, consolidating and secure in line with LA advice

Tasks By Whom Resources Timescale Impact

Outcome B Raising Attainment, achievement and effective transition

Success Criteria • Data transfer will enable efficient and effective planning to meet learners’ needs • Development of an effective cluster tracking system for attainment and achievement

Tasks By Whom Resources Timescale Impact

Summary of evaluations against key indicators Primary School September 2012 Evaluation key: Level 6 Excellent Outstanding or sector leading Level 5 Very Good Major strengths Level 4 Good Important strengths with areas for improvement Level 3 Satisfactory Strengths just outweigh weaknesses Level 2 Weak Important weaknesses Level 1 Unsatisfactory Major weaknesses

Primary School Evaluation

1.1 Improvements in Performance Good 2.1 Learners’ experience Very Good 5.3 Meeting learners’ needs Very Good

Nursery Class

1.1 Improvements in Performance Very Good 2.1 Learners’ experience Very Good 5.3 Meeting learners’ needs Very Good

School and Nursery Class

5.1 The Curriculum Very Good 5.9 Improvement through self-evaluation Very Good

standards, quality and improvement plan for juniper green ......table of contents section section...

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